1 


UC-NRLF 


3    14?    73fi 


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.PROBLEMS  OF  THE  SEGREGATED  SCHJGL 

R)a  ASIATICS  IK  SAi;  FRr'.riClSOi) 


by 


h&ry  Bo-Tze     Lee 


int;SiS 


3ub;-.:ii.i.ea  in  paruiai   satiisxautxun  oi   x,ne  requirements   roi-  tne   degree  of 


Liaster  of  Arts 
in 
Education 
in     tne 
GRADUATE  DIVISION 
of  the 
UNIVERSITY  OF  CALIK)  1t.;.IA 

DECELBEH  1921 


1    V'    b/ipA.'7X\n54.e*'- 
x-pproved ..'J............... 

Instructor   in  charge 


•  •••••• 


•  •••••••••••••••••**• 


Deposited  in  the   University  Library 

Date  t<ibrarian 


f:"::' 


INDEX  Page 

I.  Origin  and  history  of  Chinese  vrho   first  cane  to  the 

United  States  66 1 

II.  Chinese  Schools  in  San  Francisco 2 

III. Law  Legalizing  the  segregated  school 3 

IV.  Cases  of  Chinese  entering  American  gra::uuar  schools 4 

V.  Study  of  the  Oriental  School 8 

1.  Qualifications  of  teachers 8 

2.  Course  of  Study 8 

3.  Enrollment 8 

4.  Cost  per  capita 8 

5.  Relations  vfith  other  schools 99 

6.  Discipline 99 

7.  Environment  and  population JO 

VI.  Segregation  involves  three  main  problens 10 

1.  Social  proble.is  10 

2.  Educational  problems  13 

3.  Results  of  educational  tests  20 

4.  Psychological  problems  18 

Results  of  intelligence  tests  18 

VII.  Sug^estedjJf  changes  for  segregated  school 29 

1.  Cost  per  capita 29 

2.  Qualifications  of  teachers  29 

3.  Special  classes 31 

4.  Rules  requiring  the  speaking  of  Englis-h  in  schoil*  32 

5.  Responsibilities  of  te- chers  33 

VIII.  Difficulties  of  Chinese  who  continuo  to  High  School 34 

IX.  Srimnary 39 


1. 

The  segref^ated  school  to  bo  considered  is  one  which  has  boen 
of  interest  to  manor  in  regard  to  the  oaitse  and  present  condition  of 
euch  a  school*  The  purpose  is  to  aroviae  i  iterest  for  the  betterment 
of  this  school  and  the  remedies  siiggestod  are  few  Iwt  porliaps  they 
oay  raggest  otters »  and  really  bring  about  a  chan^  which  would  be 
of  benefit  not  only  to  the  Chinese  but  to  the  public  in  general* 

This  school  is  segregated  for  the  Chinese  but  instituted 
under  a  law  that  applies  to  the  lionf^olian  itaoe* 
Eistorlaal       In  order  to  understand  clearly  the  problems  it  is  iiecessary 
to  go  back  to  the  origin  and  history  ot  the  Chinese  who  first  came 
to  Anerioa*  It  was  in  the  year   1848  ?hen  the  first  Chinese  oaae 
to  the  United  otates.  After  the  first  surrivals  many  more  caoe  and 
the  nunber  gradually  increased  to  such  an  extent  that  agitation  was 
started  against  them^  for  Chinese  were  willii^  to  receive  lovrar  wages 
than  laborers;  t!iey  were  tnore  thrifty  and  lived  laore  econoiaically, 
thereby  arousing  sentioent  arainst  then* 

In  1875  tlie  first  agitation  started  by  a  group  of  non-Anericans 
tliat  is  by  a  group  of  Europeans*  I'ho  group  was  led  by  an  Irish  dray- 
tnan  by  the  natae  of  Dennis  Kearny  who  often  held  "sand  lot"  oeetings 
for  the  purpose  of  arousing  aii  unfirier41y  feeling  aginst  the  Chinese* 
The  slogan  was  "The  Chinese  oust  go"  and  this  feeling  continued  until 
the  result  was  tliat  in  1862  Congress  passed  t)^  Chinese  I^zcluvion 
Act* 

As  the  minber  of  Chiiiese  adults  who  cans  to  this  country  inoronsed, 
likewise  the  nucibcr  of  Chinese  childi^en  increased* 


2. 

CMnese  In  the  year  1859  the  first  school  was  opened  for  Chinese  children 

Schools 

In  £>an  in  ban  i^Vanoisoo,  located  in  tho  chapel  of  a  chui'oh  on  ^Jtookton  and 

Fryiciwoo 

'——~—~''^  SacrriBionto  btreets.     Tliis  remained  open  for  a  short  time  then  was 

rooponod  in  1871  wlien  it  also  closed  alter  a  siiort  duratioti.     In 

1884  tlie  school  tras  roopened  vith  Ui&s  icoee  Thiayer  as  prlncinsl 

until  in  1904  when  she  was  succeeded  by  •*«.  C,  C»  Dewhall  who 

Is  still  the  principal  of  the  now  exlstinp  segregated  school  for 

Chinose. 

This  school  «M  then  a  snail  wooden  structure,  located  on 
Stockton  and  Clay  Streets  and  was  in  existence  until  tlie  year  of  ths 
fire  and  earthquake,  April,  18,  1906,  On  October  10,  190G  the  school 
reopened  with  an  enrolljaent  of  ten  pupils,  and  from  then  until  nam 
the  nujsfber  increased  steadily  till  in  1915  the  wooden  shack  was  tuMble  to 
house  thes.  A  new  school  building  was  then  erected  on  V;ashin(^on  street. 

The  first  opposition  in  regard  to  admlttinf^  Chinese  children 
to  Astwrioan  public  schools  was  started  In  the  year  1887,  when  tlio 
children  of  a  Chinese  who  oarried  a  Caucasian  wooan  desired  to 
enter  an  Aaserican  public  school*  ^  The  board  of  education  refused  ad- 
nlsEion  to  the  children.  The  Chinese  broup;ht  the  natter  up  in  cotart 
and  won  the  case,  v.bilih  prave  these  children  the  privilege  of  enter- 
ing the  p  S)lio  school  as  desired* 

Sepegated        The  saiM  year,  a  bill  was  passed  in  the  Legislature,  providingt 

Scnool 

Legalized     "Ths  govomin?  body  of  the  school  district  shall  have  power  to  es- 
tablish separate  schools  for  Indian  children  and  for  cliildren  of 
Chinese  or  ".tongollan  descent*  when  such  sepcurate  schools  are  estab- 


I 


s. 

lished,  Indian,  itongolian  or  iJhines©  children  nust  not  be  odnittcad 
into  anj-  other  echool."  -  School  Lav  of  Califorrin  -  Article  X, 
Part  III,  section  1662  -  rogarding  the  ElamentaryCPriinary  and 
Grsnoar)  Schools* 

This  segregated  6c1kx>1  thon,  vlilch  has  been  In  eristence  for 
60  loDgf  etetercines  that  the  Chinese  children  oaniio^:  onter  any  otljor 
school  in  oan  i'ranoisco.  This  law  to  those  who  know  and   wjdorstand 
vhat  the  Chinese  cliildren  can  do,  eeeos  Tory  unjust.  The  Chiiiose 
see  children  of  other  nations  adoltted  to  p'ihlic  Gchools  while 
they  Bxiffor  the  pain  of  discriiainatlon  agtdnst  thea  and  feel  a 
•ODBtanfc  sense  of  ii^justice  in  a  land  where  the  "square  deal" 
is  supposed  to  be  an  ethical  l<nr«  Ho9  about  Japanese? 

In  1911  when  the  wooden  struotijre  holding  the  Chi  ©se  pupils 
WM  decaying  It  was  hop  d  that  the  sohool  woiold  not  be  rebuilt  so 
that  the  Chinese  as  Other  nations  would  roooive  the  saae  troatoent. 
But  tliis  lujpe  was  destroyed  for  In  1915  a  now  buildlnr  was  construc- 
ted, nov7  holdinf;  about  eight  hundred  pupils* 

Since  the  lav  was  passed  and  a  separate  sehool  establisl^d, 
lot  \is  see  as  to  whlcli  races  or  peonies  have  been  discrioinatod  ar;ainst» 
The  law  says  '^he  govfrninp  body  oi'  the  school  district  ehall  ha«« 
poner  to  establish  sopara'*'e  schools  for  Indian  children  and  for 
children  of  Chinese  or  ;onrolian  descent," 
Itengolians         According  to  the  Hew  International  Enc^tslopaedla^  the 

Hon^lian  race  is  defined  as  "That  division  of  mankind  which  is 
characteristically  Viatic  and  hsd  its  prlndtive  home  on  the  oontln- 


4. 

Iho  Islande  of  the  Pacific,  and,  in  the  opinion  of  eone  authorl- 
ties,  even  to  the  oontiiairtt  of  .-uwrica*  Brinton,  who  torned  this 
the  .Isian  raca,  incbided  in  it  tlie  bjicitic  peoples  (Chinese, 
Tibetans,  Xndo-Chineoe)  and  the  oiboric  peoples  (Tunf:usic, 
MBBpolic,  Tatario,  iinnlc,  Artie,  end  Japanese, -Korean  proupa) 
while  ho  r0{<;arded  the  alayo-l'olynesian  peoples  as  a  branch 
desoendad  fron  some  ancestral  tribe  in  .iSia*  But  one  is  surprised 
to  find  only  Chinese  ohildrcn  attendlns  the  echool  aontioned* 

Tthen  the  above  bill  was  passed  he  Japanese  olninwd  that  under 
the  Gontlera's  Sfxe&OBnt   between  Japan  and  United  otates  they  (tlie 
Japanese)  have  the  rifrht  to  enter  any  public  school:  Thay  were 
then  perndtted  to  do  so  but  in  1906  the  Board  of  rducation  of  i>tai 
Francisco  passed  a  resolution  conpellin»  the  Japajfiese  to  attend 
the  Chinese  ochool,  as  tlia  school  was  then  callar}.  '  he  Japanese 
of  tian  Francisco  protestod  afrainat  tMa  and  the  Japanese  consul 
sent  a  protest  to  the  Jananeee  siinister  at  v-ashinf^ton*  PreBxdcnt 
Boosevelt  was   quite  indi^-nant  over  this  natter  because  the 
Japcuiese  l-isve  been  treated  so  unjustly,  and  requested  tlio  mayor 
and  Boeurd  of  Iduoation  of  £>an  i'r ancle oo  to  go  to  Washington  w'.iich 
thoy  did*  A  coflpronise  was  brouc;ht  about  by  uooeevolt  by  allowing 
the  Japanese  olaic  of  being  lialayans  and  not  iLonr^olians* 

A^ln  rtforrinp  to  the  iiew  Internotional  n-iioyclopaodla,  ono 
finds  that  th9  -AlcyrxvE   belong  to  the  brown  raoe  and  "are  denied 
by  many  ethtwlorists  i^ho  position  of  a  raoe  and  are  regarded  as 
osrely  tlie  insxilar  and  oceanic  divisions  of  tlio  yQllow  race*  Their 
prifldtivo  hOBS  was  sotaewhsre  in  the  noighborhood  of  the  peninsula 


Chi  new  in 

AaBrioan"~* 


«f  Mallaooa*    FlgpM«illy  the  ^Alays  of  tl^e  continent  etand 
nearer  to  the  Tibeto-Chineee  branch  of  thj©  Yellow  ivace.    The 
3ro\-m  itace  includes  the  ^iAlays  proper  oi  Uallacoa,  the  oitndanoae^  and 
Javaneae  of  Java«  the  bribes  of  ounatra,  Borneo,  Colebee,and 
I'canaMa  aiid  tlie  inhabitants  of  the  i.  hilipines  where  the  r»st 
iii^MMrtant  fassily  is  that  ox  tl.e  Taccile*     Froe  the  above  the 
Japanese  can  claia  no  diBtinction  by  bel(»iglng  to  tlio  ..aleyan 
race* 

But  although  the  Japanaso  have  gained  adcittenoe  to  American 
Public  ochoole      Public  ccl-iooic  ecae  Cliinese  Iiave  done  so  lilajiriec*     The  law  exclijd- 
Ing  Chineac  children  frou  entering  the  Asiericanpvdslic  schools  when 
a  ccpcffate  eohool  is  ostablislied  for  Gricctals,  was  passed  in  1887* 
In  1903  it  is  known  tliat  eo  e  Uhinose  fiaoilice  livlnp,  outside  of 
the  Chinese  center  sent  their  children  into  boIiooIs  otlter  than  the 
Chinese  school*     There  was  no  refusal  of  adQlttance^  oven  when  the 
children  claioed  to  bo  Chi  ese;  and  they  t?ere  treated  in  a  very 
friendly  way  by  the  Anericon  children*    These  Chiueee  children  lere 
not  excluded  probubly  beccuise  the  low  was  then  not  vory  uell  known 
nor  tho  existence  of  a  Chinese  uchool  so  tliese  Chinese  cliildron  had 
tlie  privilege  and  advantage  of  oitigiing  with  Aioerioan  Children* 

The  Chines*  who  cans  to  San  i  rancisco  alnost  always 
cettled  in  one  plaoe*     The  children  in  this  Cliiness  quarter  w«re 
of  course  sent  to  the  chii  ese  dchool^  wliioh  was  establlshod  for 
them*     After  the  eartliquake  and  fire  in  oan  i-rancleco  the  oxistenoe 
of  the  Chinese  School  again  beears  prooinent  and  the  law  excluding 
Chinese  or  Ijongolian  childron  from  entering  Aiaarloan  schools  was 


6. 

re  rigidly  eni'oroed>     Positively  no  Jliinoeo  children  wr*  allowed 
aclnlttanco  to  m^y  other  public  school  in  ^an  irancioco*    As  a  resiilt 
of  tho  strict  eiu'oroeneiit  o£  this  law  oony  oi  the  Ohinoee  faiiiliea 
recaincd  in  other  citieij;  aboutt  30fU0U  in  Oai^and  where  thoy  had 
souglxt  refv^  ifon  t)te  ujaxt  itrancisco  fire  ol'  1906  where  better 
•duoational  oprMHrturati.Ta  taay  b&  had*     'iiioy  orijOj«ed  tlw  aoiaa  privi- 
legea  as  those  enjoyed  by  ohildreu  o£  other  races  arid  v^rc-ro  allowed 
to  play  and  oiz:g;lo  ";fith  theiu 

Later  isany  of  the  iJh  nese  families  ooved  otttaido  of  ilie 
Cluiiase  district,     'ihe  oliildron,acaording  to  the  law,  aost  attend 
the  urioatal  .^oiiool  although  thoy  livo  at  oToa*  distaixjea  froa  that 
8cliool»    Gradually,  ho-.wvcr,  a  fea  Uhiriese  oluldroa  applied  for 
estroi'ice  to  the  ^oierican  i^'ublic  Graiaaar  schools  and  vore  accopted* 

viuestions  have  boon  asked  as  to  how  thcso  children  gained 
•dKilseion    to  tlvose  schools*     It  Lb  true  that  Chinsso  children 
living  in  the  v;Mne8e  center  cannot  attend  any  other  school  tlian 
the  (Jhinooe  uohool*     But  it  is  easier  to  ontor  the  Araerioan  soliools 

wljeii  tlie  pupils  reside  outside  of  tlie  Chinese  quarter  aa  also  ihoss 
who  uove  to  oan  .iranci-co  from  other  towns  and  cities,     ooveral 
illustrative  cases  may  be  citod* 

In  1^18  a  uhir ese  boy  of  about  seven  years  of  age  applied  for 
ontrance  in  oi»  o£  tho  school^i  near  his  hone,  which  is  outside  of 
tho  Chineso  district.     lie  was  askod  as  to  which  nation  he  belonged 
and  upon  his  reply,  the  principal  rofusad  to  let  idm  enroll  'jnlosa 
I»  claiiasd  to  be  a  Japanese*     This  ths  cluld  refuaou  to  do  and  con- 
a«vi«Bnfclv  \\Ad  to  attend  a  ori^ate  echool.     But  about  a  year  later 


<• 


this  SEene  Qhlld  went  to    tbe  maao  school  afraln  to  rofrister  and 
waa  cdXoii^d  to  enter,  without  any  aaention  cade  abotit  hie  na- 
tionality. 

A  J5roup  of  Chineao  cliildron,  eevon  in  nuaabcr,  all  bolonfring 
to  the  Bane  fanlly  entered  orio  of  the    'serlosn  P\ibllc  c^^chools 
in  cim  irancisco*     The  ohildron  }'.ad  roiae  fros  ^he  oout.hern  part 
of  tlje  state  wfeoro  they  had  be^n  att<fndlnp  acliools  with  cliildron 
of  other  races  and  nationalities  or\d  broiigrht  (^r+iflcatea  of  trans- 
fer*    It  was  incsorvenient  to  tend  tYva  children  to  tte  ahineso 
School  t?hioh  Tas  quite  a  dietaiice  from  -their  hone,  so  '♦•hoy  en- 
tered tbe  American  Pxibiic  .  ohool  and  no  objoctions  Fore  isade. 

A  girl  who  was  attondinj^  the  Orient  ochool  nwved  outside  of 
tho  Chinese  district*  bhe  *as  recuested  to  continue  hor  education 
in  tho  Oriental  cc^iool.     The  girl  arrt^wd  tliat  if  her  carfare  were 
paid  l«Br  then  she  would  contim»  to  littend  the  Oriental  .  chool. 
Sho  x.'&a  alltmea.  to  enter  an  Aioerloan  public  school* 

TlK  Children  of  a  v/eulthy  Chinese  nerohant  livinr  in  one 
of  ths  best  residential  dietriote  in  i^an  trancisco  tried  to  enter 
a  school  near  their  hono*     Thsy  were  refused  adnittanoo  :ind  wer© 
forced  to  rctui'n  to  study  at  tlw  oriental  -chool*     Later  they 
tried  another  public  school  near  their  hoas  and  was  aliased  to 
en  er  in  spite  of  tho  fact  that  tho-/  .Tore  )avefm\  to  be  Chinese* 

Proa  the  above  oases  cited,  one  oan  say  "that  the  exoluolon 
law  has  not  been  so  ricidly  enforoed*     Ihe  children  hfl-vo  ontei'ed 
other  schools  and  are  rtill  a'  tendinis  tlion*     Probably  tho  school 
axithortties  conoorne-T  have  failed,  r.^ppaely  or  othnrmse,  to 


8. 


Study  of 
the  Oriental 
B«hool     ~ 


BttalifloatioMi 
of  teachers 


Course  >£ 
Btuiy 


BivollBont 


Coat  nor 
oanita 


recop;nizo  tliat  they  have  ^inoao  childron  in  their  ^icliools* 

they  have  ooae  to  realize  tlio  injustice  ol'  the  law  or  perhaps  tliey  haw 

a  iaore  synpathetic  feeling  for  the  Chinese.  But  no  natter  what  the 

cause  nay  he,   the  Chinese  have  gained  adadttanoe  to  Amrioan  publio 

•ohools. 

Bvrt  since  the  law  has  been  passed^  and  a  segregated  school  !ias 
been  established,  let  us  study  the  school  as  it  exists  today  and  see 
if  it  presents  any  vital  and  iiap(vtant  probloas  that  deoand  atten- 
tion and  to  see  if  any  ohan^ws  are  necessary  and  if  so  how  can  -they 
be  broi^ht  aboxit  reineti>ering  that  there  is  a  prejudice  against  it. 

The  cualificationa  of  teachers  for  the  Oriental  i>chool  are  the 
same  as  other  schools*  Any  teaclier  dssirint;  to  teach  in  ttw  oriental 
oohool  nay  do  so  if  sho  has  fulfilled  th  requiresents  of  the  stat* 
law  in  regard  to  teachinr  in  grataaar  schools. 

The  co\xr8e  of  stuily  is  identically  the  sane  as  that  for  other 
public  schools*  The  subjects  taught  and  text  boolcs  are  the  seoe  and 
the  work  for  each  grado  is  su^^posed  to  florreepond  with  the  same  ^ade 
of  other  schools* 

Tbs  nuoiber  of  papilB   in  attendance  about  eight  hundred  in  twenty 
•^hree  classes  with  grades  running  froa  the  low  first  through  ths 
high  eighth,  and  taking;  In  pupils  of  all  ages.  Vhere  are  tt/enty 
teachers  and  the  distribution  of  the  number  of  pupils  lay  be  seen 
froa  the  following  table. 

The  averaro  dally  attendance  for  the  year  1920  was  683,  while  the 
state  enrolloent  was  81)4*  The  cost  of  runrdnl  the  school  per  capita 


"Table  iirosentlrii;  ,,r'.doa  nnd  ntjmbor 
Of  pupils  in  eaoh  ^jTcuie  v.i  th  per- 
oeutage  of  pupils  bom  in  Ohina. 


Percent  bom  in  Ohlna. 


Lov.  first 

37 

Low  First 

37 

High  First 

38 

Low  i'irst. 

High 

First 

38 

Low  second 

35 

Low  Second 

38 

High  Second 

38 

Hl^  oooond 

35 

Low  I'hlrd 

43 

Hi^  Third 

48 

Low  i'oiirth 

50 

Hi^h  Fourth 

go 

Low  Fifth 

46 

High  Fifth 

49 

Lo-.-'  Jixth 

48 

Low  -ixth.  High  . 

jixth 

48 

High  Jixth, 

nish 

Seventh 

48 

Low  Sevcaith 

30 

5 

Low  Eighth, 

Hi^ 

Sighth 

42 

10 

Total 

786 

22 

20% 

ISfr, 
16j? 


9. 


yithother 
aohoolg 


i 


DiBOipline 


for  Chinese  '■as  |S7»67  as  oonparod  to  ^^67*32  the  arerage  cost 
per  capita  of  all  of  thn  other  sohools. 

ThB  pi^iils  loTind  in  this  aay  bo  divided  into   two  erot^e. 
The  first  group  consists  of  childron  who  waro  bom  here  in  /jnerioaa 
They  iK\y  bo  oallei  th3     nerion  bom  Chinese  for  thoy  were  bom  in 
America  althoagh  their  parents  aic  Chnese  oitizens.     Bat  w)iether 
the  parents  are  bozn  in  China  or  not,  thoy  may  bv^  called  Chinese 
as  they  come  frorr  Chinese  stock.     The  other  group  is  made  up  of 
those  childron  «*»o  vsore  bom  in  C  ina.     They  are  niostly  older  than 
the  Amerioan  bom  Chinese  and  are  more  .jerious.     These  pupils  are 
placed  in  different  grades,  roj^.rdless  (if    their  a^^Q  -  soire  b  eing 
15  yra*  oi'  age  and  placed  with  childj-en  of   the  first  (.a'ade,  while 
in  the  eit^hth  grade  stay  be  found  jmxjils  over  tv.'enty  years  of  age 
m  xed  with  pupils  of  about  fovtrtoen  years  old* 

She  school  as  a  vdiole  does  not  of  tan  have   aoolal,  athletic 
or  other  oontaots  v/ith  other  /.r.erioar.  publio  schools*     Athletic 
contests  take  plz^.oe  once  in  a  v;hile,  but  when  such  contestsddo 
take  place,  only  those  who  take  part  in  the  gzaie  attend  it*     True 
they  have  very  fow  or  praotioally  no  sec  141  relationship  b.'t\'/een 
this  Oriental  . school  and  others* 

According  to  the  teachers,   the  dl;.oipline  of  the  Chinese 
children  causes  no  difficulty*     Of  c^«rse  they  are  playful  and 
mlBOhievouB  at  timos,   es[>ecially  tho  e  \7ho  are  bom  here  in  America 
for  thoy  are  youn^<^     and  as  a  rule  lllo)  to  p]bay  *•  all  othr^r    children 
Of  their  nt'e  lito   to  play.     Snt  the  p'l-jlls  '^^^  ©cm®  fTom  Ohira 


/^ 


Mn«i  r^i-k      VI  *i      ^  ««^^^Vtl  A      *-M       f  Vw^4    w*     ^  nr%j*!h*^mtm    «•rV1«^    t- «- rt  AYTA  ^»  _  fV>ta«*     fl  MA      aI^^OV     Dru) 


10. 


EnvironraCTitf 

itnd 

PODttlatiop 


ProtloiM  in 


Sooial 

Problem 


they  possess  a  puxpose  of  acfniqlng  an  eduoatlon*     They  are  filled 

with  a  sense  of  earnestness,  willine;  to  deTOle  their  time  to  study 

and  to  ^et  as  niuch  leamL-ij  as  possible*     But  as  a  rule«  Chinese 

children  are  not  di  ff  l^^iilt  to  mana^. 

Another  point  to  oo  brought  out    n  t^ils  connection  is  the 

popvilation  and  enviroiiment  of  the  Cliinese*     Aooordint;  to  the  oensxaa 

of  1920   there  were  8500  Chi2ieae  in  oan  Francisco*     As  has  been 

mentioned*  the  Chinese  live  together  in  a  diistriot  'f  tholr  own 

where  they  can  obtain  praotioally  eTarythin^^  they  need*     Their 

present  onnditirai«  sool-'^l  and  eeonoRiio,  resemble   the  onvironr«nt 

In 
in  China  for  they  epeali/ their  own  native  tan^e«  hare  their  onn 

customs  and  manners  and  nabits  of  living  are  praotioally  the  same 

as  tAien  they  wore  In  China*     The  children  seldom  speak  English  and 

eldom  oone   in  Contact  with  En^ish  speaking  people.     After  t'  eir 

dismissal  f  ron  the  gFELrmiar  sohool  most  of  the  children  attonA 

schools    where  they  leam  to  read  and  write  in  Chinese,  ^tudyi  g 

from  two  to  five  or  3ix  hours  each  day  including    Saturdays. 

Chsn£,-e8  must  talce  plaoe  and  a  study  of  the  sohool  in  the  way 
of  bettering  it«   is  necessary* 

In  having-  such  a  sogregatod  school,   threo  nnin  problems  are 
involved  in  oonneotior  with  Americanisation:    the   social,  oduoational, 
and  the  ps^hologioal  p]T>blem3* 

In  regard  to  the  sooial  x^roblem,  m  oh  oan  be  said*     Let  as 
first  take  op  the  side  of  those  irtio  uphold  the  ezolusion  Isar  and  those 
who  are  in  favor  of  having  the  secn^egated  school* 


n. 

Pointa  of  T;»  points  given  t»y  thoso  are: 

those  v.ho 

tevor  aej^ra-  (1)  She  two  peoploe  oan  noTar  be  assla-.ilatod. 

RPtion* 

it)  The  ways  of  thoucht,   of  llfo,  of  govornasnt,  of  morals 

and  roligion  of  tha  Chins sa  aro  difforont  from  those  of 

the  Americans,  and  like  ^mter  and  oil  they  oan  not  mix 

together.     These   tno   raoes  mi^t  exist  side  by  side,  Iholr 

children  stuiying  toget^r*  association  brought  about  thru 

basiness;  but  the  Arsrloans  irould  r)e-7er  really  understand 

the  Chinese,  nor  the  Chi-  ese  the  Ar.srioans* 

(3)   Ihe  Chinese  ohildren  intend  to  do  their  future  aoric  in 

China,   therefors,  let  than  3tu<ty  together  and  learn 

iQore  of  each  other.     They  will  fom  their  early  friendships 

In  childhood  and  leam  to  unite  to  do   thing's,   so   that  when 

they  return  to  China,  they  can  do  their  work  better,  being 

tospt  together  t*9n  tiiey  were  young. 

Armaments        These  are  the  nnin  ob.leotions  sone  of  fee  Amerioaas  offer  for 

a/^inst  the 

above  three     segrei32.tlon:     Let  us  discuss  then* 

t)Ointa 

But  in  rognrd  to  the  assilability  more  careful  study  is 

required.     The  distinction  between  social  assimilation  and  assimilation 
thru  intormarri  ge  muat  be  made  dear.     Those  tv.t}  processes  are 
entirel7  different,  h£.vln{i  different  lav7s  en  trolling  them.,  and 
haTs  BO  connection  viif.tsoeTer*     The  assimilation  of  i   dividual s  so- 
cially can  only  be  brou^^it  about  by  IrteimintTling,  laaml  g  the 
lanjuage,  customs,    ideals,   and  amr>itions  of  each  other*       This 
social  assimilation  can  praotlcally  bo  oorapti^te  without  intermarriage. 


12. 

Tbe    aeoond  argument  given  i^   that   fiie  tvo  races  are  so 
different  that  it  is  better  for   theci  to  be  segrrigated  for  the  one 
oa^not  understand  the  other*     But  if  tt.is  is  so  is  it  not  all  the 
nore  imi^ortant  tbat  they  do  endeaTor  to   study  tho  othez?     H  story 
shovs  that  manlcind  has  passed  thxou^  a  process  oi   evolution, 
oaused  by  isolation  of  one  group  fi-oai  another,  thus  develoring 
different  raoes  with  different  civilizations*     'r^ah  of  these 
raoes,  hatrever,  has  ]sissed  through  the  same  ezperianoe«  births 
and  deaths,  loves  and  )xttes,  sorrows  and  Joys*     ii^aoh  has  devclopod 
its  o«ra  ways  of  thoxjght  and  action  by  which  ttey  make  life  vwrtli- 
«^ile  and  t^i{^ifioant*     But  the  tins  iBs  ocme  when  mutual  help  and 
understanding  must  be  broti^jht  about*     'Phe  bn.rrier8  t>^t  have  separa- 
ted the  raoes  one  front  the  other  are  artificial  or  nan  icade:   lan- 
guages, c^o^tons  and  ireligions,  prejudices,  passions  and  animosities* 
Bat  ttie  knowledge  of  modes,  of  tho^ght,  of  customs  and  nanners  of 
other  nations  eon  noreowr  cause  a  nation  to  be  haj^pier  and  richer* 

Oonoezning  the  th^rd  argazBait,   it  is  true   that  mo^t  of  the 
Chinese  children.   Intend  to  return  to  China  some  day*     But  is  this 
segregation  in  school  necessary  in  oi-der  to  croate  unity,  friend- 
ship aTid  understanding  between  the  Chinese?     Aro  thoy  not  already 
segregated  by  living  in  a  district  ol    their  owrt?       They  fomi  friend- 
ships with  each  other,  not  only  in  the  school  but  ontside  of 
sohool  as  well*     ant  the  friendships  tbat  should  be  formed  should  be 
those  between  the  Anarioan  and  the  C}i  nese  children*     ?or  instead  of 
developing  a  feeling  of  being  uneqxial,  untrust>//orthy,  and  disliked 
tWtrA   a^ntild   htt  tVLU^itkA  n   R^'li^tt   nf  f vfAndllnASA  n.nd  undAratandlBS. 


13. 


Sduoat  on&l 
ProblGBi 


bet«9«n  thar.  v)u9h  rill  iu   turn  cause  li-jbtar  feftliivji  EBioiig  thoir 
ooimtries.      If  .ijr:erio:nizati''n  is  to  "'i©  'brai^rht  ebriut,    Uus  tiTO 
Tsaea  im-iot  aii^-la  icora  with  &H<sh  oth?  *.      V,-ere  the  Ohlijesa  laofctnfi 
in  ciTillKitl'jn,  cultura  and  sdiioatifni  there  rcl£}it<  be  dliTi'ioultiea, 
but  \Jj:  Clurvas  icvn  a  r^jrfoctly  ^cd  <5  ivi  11  is. tl on  of  thfir  ovm» 
Thedr  reancrs  and  oustoms  are  jrjt  as  hi^y  3y  rogajt-ded  ty  tliaBi  as 
tho  manners  £*•• )  suitwns  of  .a^rf.'Jii  RVf^  a«  hlghlj^  regarded  "by 
the  AmBrioasi...     The  Chinese  co»»«    to   tJv?  "ritsd  ;'tatf:-a  ^J-Hh  & 
friendly  feolit\j  end  an  essemeas  to  lea;i\;  tJi&  it  ie  ojily ' riti^.t 
that  thaj'  arc  {/:ivonthe  best  ovpoyfriri  ty  to  Icem  as  rmY^  of  .•.morioa 
as  possiblu;  for  vAicn  the  At«;rlc&ii8  Qj   to  Cliins,    thej'  tii-e  jjlveu  the 
best  in  Ohlna  and  arc  treated  as  «q\;ial  if  not  as  aaperiors* 
The  human  raoo,  iior;oTer»  is  oasei-itially  of  ouo  blood. 
Tiiay  teve  the  a&ie  lao^iies  of  nind  "^nd  heart  and  vrill,  ru  d  all 
uiai«rso   the  sane  f^ttidawer.tal  eaporiense,     Chn  races  ai-©  at  present 
fsoiiig  a  no;,  ex-a»     liot  only  the  outor»     nv  th-^  inner,   life  is 
rapidly  ooralng  in  contact  and  &jt«  vaiasn^xti^  onani-.ea.     A  i-erlod  of 
intorohringinL.  of   Ihn   beat  in  oaoh  £B» tJ.cn  is  taizb.  develoiied  and 
tncj  isolated  1  fo,  cf  rnontal,  ooral  aud  iij)lritital  are  a^pi-oaohins 
a  ooHicnii  extcmsil  civillHitioa  and  life  and  the  artificial 
l>arriei*8  aro     racJcir^-  dcy/nand  paaair.g  awny. 

I'TOD  tho  cdxioatioiml  point  of  virw,   thia  aegreg  tion  is  unjuut, 
fhy  should  tho  Chinese  be  placed  in  o.  aohool  by  tliaaBelvos  while 
cl-»lldron  of  all  oth<xr  mt  ionalitiea  enjoj   tho  pr  vilot;©  of  jtudyint; 
tot;ot}\er?     3l»  roi^sona  as  tr.  \'/h^  the  children  ahoiild  not  be  se- 


In  ths  first  pla30«   the  r.ln,'^!!/ g  with  Arorioans  both  in  ar»d 
out  of  sOhool«  at  TsoiTc  and  at  play  compels  tha  constant  xiao "  of 
tl»  Si^linh  lan^iage  and  gives  the  childron  a  bottar  and.  earlier 
oosniBsnd  of  it  than  oan  possibly  be  obtained  from  oooks  ar  from  the 
sohool  room  alone.       The  Ch'.:»so  Gc^ool  deprives  their  of  this 
opt>orii«il^;  -for  outside  of  preparation  and  rooltaticm,  oo.-Tver- 
sat  ions  are  oondtetod  in  CJhiose,  dtrlne  rooess  and  out  of  sohool 
ho  irs  generaljfj.     The  pros3^^«s  seoui-od  in  Snglish  prorwtos  progress 
in  other  stndies,  for  Sngliah  Is  the  Ismeaage  In  which  thoir  t  ?xt  bool^s 
ara  written.     If  SncUdi  wore  bettor  Tmdor stood  we  can  oxp^ct  the 
ptzpils  to  i^^t  al^nt:  ve*y  mich  hotter  in  othor  subjects.     7.1v>r.  the 
Airopioan  and  Chinese  children  are  allowed  to  study  tO'5ot\or,  not 
onl    can  the  Chinese  learn  froin  tha     •  ericans  but  the  /j:orio.' iis 
can  1  am  from  tho  Chinese. 

Chinese  chlldran,  partlotilarly  those  bom  in  Chinn,  poss'^ss 
an  pamestnoss  and  oaeemess  to  acqi  ire  an  ednoa.  Ion.       They  jure 
indnatriooB  and  are  TTllllng  to  work  hard  in  order  to  sec'ire  an     ' 
ediTcatlonj   fbr  they  reverence  leam5rig  itself.     All  of  those 
■nrovide  stimulating  influences  for  tho  /oierioan  children.     "Zlre 
Chinese  childr  n  have  an  ed  <jation  behind  them  anA  are,   tl  or  fore, 
more  interesting  to  to-ich  than  are  those  who  have  never  had  an 
edKioated  hacksmtxni, 
Indeninlt.7  An  illurtrctl  ^n  to  sh  w  why  tho  pvipila  shoxad  not  be  segregated 

my  be  fouwi  in  the  Indermity  /und    cholarships.     After  th-  Sorer 
Uporislne  of  1900  when  nnny  ioreijners  won;  killed  tho  various 


15. 

of  properties  and  Ut'^s  iestroved.     3vit  f  iTUiag  tliat  the  ainovint 

siia  deiT-mded  f rem  Oh  ne  was  too  larre  Cu  J.y^riann  oOVi3*T«;iiaot 

sqj^jiested  t}nt  thf»  bslenoe  be  ured  to  san<l  Chln^ao  sUiOaots  vith 

saperior  qunlirioatl -ms  for  advanced  odocatdon  iu   'tTwrioa.     V' «ro 

wfust  be  a  reason  why  tiiis  asor.ey  is  a;?snt  on  thoje  who  t>o  to  Btddy 

in  .Ar«rlcn.     Is  it  not  dste  to  the  desire  Oor  tni^Qra.wcXinr;  so  that 

Taetter  understand ing  B»y  ^  developotl  and  cnntinuijd:?     ir  this  were 

not  the  idea  good  teaofaers  oonld  Tso  iisnt  to  Chir^  arid  od>oate  U^o 

Chinese  there,  and  very  nistih  less  niorey  v.' -uld  bo  atxi-it* 

The  OhiuBse  children  -^han  not  Msrcgated  can  loam  the  idaals  of 

Anaricn,   1  am     to  wderst'  nd  thaoi  and  try  to  loj^  at  thing's  in  ways 

t»eRide  their  or?n«     A  e-irit  of  ^JosjBopolitanlsm  Mcy  bo  dovr?l0]->od« 

Type  of  But  inoflt  of  the  childrtEi  rvho  «orJO  fro;:i  3hiu:  are  frrai;  the  Tilla{jBa« 

Childrer 

nfeo  oome  Before  oomins  to   Vwriea,  they  noldrvxi  go  to    the  large  oitles  ot   Chin*, 

fyoci  Ohina 

th-y  8f>e  few  people  and  not  icnowlng  tl»e  difforenoea  bet^-een  tlie 

cotmtiy  and  Tillage  wayo  of  livlr^,     'T^en  jxkoh  a  boy  cores  from  r:hina« 

if  he   is   -aio^^ed  to  nlntjle  with  the    j  oric-m  ohildrar,  bo  oan  adjust 

hiT.Belf  to  A-erioan  ryya  fro»  the    .tart.     He  oan  coaifore  hnnelf  ?lth 

others  and  reccfini?e  the  differences.     If  7>iat  he  does,  does  not  bring 

aooial  epprorel,  he  rill  ohar^e  Ms  habits  and  aotioas  and  'gradually 

learn  fx>  dlrtingulsb  whet  '^c   should  do  and  whe.t  he  should  nnt  do, 

yot  t«tain:jie;  the  good  points  ^*iIoh  lis  brin(j«  '*<n  (Jhina.     If  ho 

reociine  in  the  ChiTiese  oerlisr,  what  ?»  800»,  h»ai-i»  i.rii.  ppoc  is 

practically  the  sane  as  viiat  he  sow  in  S  ina*     Ifo  will  not  secviro  the 

American  siirit  and  will  not   koovj  what   the  good  point*  of  the  Ap«rioana 


16. 

It  la  try©  tljat  tbs  new  arrival  will  feol  uncomiortolile  a;id 
out  of  !)lno9»  If  he  1^  IroBedlatolj  placed  af  t«r  his  arrival  in 
Aoarioa,  aro'^ne  '\iwjri09n  chlldrej  and  "ti3re  avprythlnfj  Is  so  Aif- 
fersnt  to  hiir.     Tho  ho»r»  tminl  (j  that  a  toy  reoeJVt^a  in  ths 
▼llla{r38  in  C   ina  la  -^agar  and  the  altraistlo  p)lnt  of  vJcw  is 
not  so  woll  devclored.       They  ccese  in  acntpust  '.i>ith  only  a  f:^;; 
tui  t'fioae  jp'nse  horx?c  are  In  the  si  ties  in  Chlwi  reoQi'ro  more 
tx'ainiri^  and  "hr.ve  a  troadcr  Tiow  oi  lifo.     But  >is  coros  to 
AT:ferioa  with  a  pari;od«  to  o^talJi  »a  '.rs.rlsp.'^  adi?oatIon,  In  tho 
troadast  asr.ae,  and  lie  oaiicot  ho  A:neri<5ar2l7;«>d  In  a  r-»chool  v.jjaro 
©Tery  iV^il  he  *c-es  is  a  Oh' nose,    socsl't  no    .m^rioans  o-zr-epl  the 
teiichcrs,  auu  siiiere  hs  Is  not  rMr  to  le«m  and  look  at  thi  ^s  in 
an  Areriofu?  way.     ^/T»t  ths  Oh'  sso  n«<sd  Is  tho  social  30.  tast 
with  Ai;:erlC£ii8  v-herx'  they  onn  ico  th'   t.:^;  Wnt  are   'r^offioan  stA 
not  Ohirdsc  for  an  tatinato  feeling;  sjkI  understardirvg  of  each 
other  Eujt  bo  devolox^JCl  in  tho  scho  -If.  in  order  to  Insure  yjod 
foeli/it;    In  Tutxire  llf3« 

lliora  i3  no  seip*»pated  ni.h  L^hool  for  'aintlns  30  Mxrxi  saj 
that  i:  assofilatlon  1;  so  L»nnortont,   thay  o^n  got  It  In  hlrji  schools 
and  coll.;t:«3»     -J^t  hv  tpjo^'  of  thi^se  who  {;3iR4a?ite  ftriK  jnmj'ar 
school  oor.timie  on  with  Ih*  Mi^h  i.ohool?     ".>>on  too,  ^'111    it  not 
te  oven  r!0>T  AJffictilt  for  than  to  jr-'t  alonr;  sncir.lly  in  hl^ 
achool  hvi-aao^.a  thsy  &-_t»  not  n.>2  to  Ar^crlcaji  v.-a^:;?     Yn  at-advln^;  ths 
prlncli-le*  of  tho  aecO'idary  school,  ^o  rssah  ean^ha^is  and  srltlolrja  Is 

placed  ui-on  tho  raddozi  cJiar^je  for  tho  j>;^lla  when  they  lanve  grarrap 

s 


17. 


f^p^ai^if  of 
yiijga^inp  pf 
Qhineaa  In 
United  :  tatss 


school  to    ntor  hlj;^i  school  -  oharij^es  in     the  o  ur^e  of  stad^j, 
rneth'vd  of  tfiaohins",   org^^nizati  n,  and  cdbdnistirtlTii,   5\a,j*.ct 
ratt*»r,  disoinliao  rmd  troatraont  of  nupila  ~  ir  ixll  those  cause 
iiifficiltisi  for   tiiv  .  irjeu.-ictya  r.n  idion,  hav:  muohroi'o  iiifioult 
it  Is  for  ths  3hif)ese»     Tliis  as.;oolaUoa  b^tweea  fcho   lr©i*lcar 
and  the  Ohiriaae  ootnss  too  lale,   and  it  is  cilffiuult  I'or  the 
Chinese  student  to  uniea'siaiid  tJij  oUtjedts  in  aoooriiance  'vith 
the  A!»«rScan  way  of  Ifeinlciirtg.. 

There  is  an  appreoiation  for  acoujaiicn  of  thg  Chine ssc  aud 
?ny  section  of  a  country  th&t   is-lls  to  prepar    its  oiti-ong 
for  adequate  living,,  leutens  the  str-er^th  of  that  ration,     for 
a  fflBjCrtty  of  the  childi-aii,  altJiuf^^  of  Uhinesa  parurtei;?  are 
A^Kricsn  oitlzena;   they  ar«  held  to  penoan   the  antios  of  .Uvsricnnj 
in  time  of  war,  th*iy,  as  otl>er  oiti  leffju  nu^t  hoar  crma  an:J  fijht 
for  the  United  jtatoa*     Vhey  are  entitl*3d  to  veto  and  tiioy  should 
perform  their  duties  la  an  int9lli£;<''nt  \-rti-j»     If   -ha  laities  ijn;;oaod 
both  bv  the  state  ard  f  aierHl  tjovor/mco'ts  aro  e^iu-rsl   to   those  of 
other  cltiEens,    tiie  opportunities  ii  eJacjatioii  and  in  ov^ryth::'^' 
else  wur^t  litetsriee  be  eqanl.     Kduoation,  tiion.  Is  not  oviiy  i.:ood 
for  tho  Ch'nese  bat  is  &  step  toward  the  protection  of   '."oriasa 
institutions  and  tjov -mraont  and  Uie  oatabllslttijit  of  ju.-t5.ce  for 
all  peoples.    >o  snich  i3  said  about  tne   ia^portsmoe  of  learn:  ng  for 
th3     shite  mm  that  if  Uie  *hlte  rmn  need  UiOroCt.li  and  sTund 
edxioation  training^  the  Chineso  need  it  uoro.     Ar.srioon  citizenship 
Je  03inG  to  r.neoeed  or  fail  in  Lb     tr^il  of  assiinilatin*.;  »uid  eduoa- 
tlng  peoples  -t^o  corns  to  Ar.-»rioa  from  all  pav^  of  thf>  earth* 


IR* 


ntfclli"encs 

if  Lhir.egc  in 
Ian  :  ra:.0j.GC3 


IivSrell::    ^ 

-cc 

+e, 

1 

to 

ohiltir. 

>- 

in 

China 

of  c'lilr.fTri 


cosg)argd  to 
lijtellirenoi 
of  other" 


OS 


P8ycholo;'*.o«llv   nonslAsirtsl,  the  eo«^rPfV;tod  sol-.ool  i4  iutoroB- 
tiaj^.     It  is  saW  tl:at.  Apjntic  Moo^,  brains,  nxvX  civilization  are 
inherent Xy  liifaflor  to  tJioea  oT  ths  ariilte  race. 

Results  of  5r.tclllfeno«  tsets  <;lvan  to  tl>3  Chinoee  children 
01  las  iranclsoo  ah^w  that  the  vhineee  chil^rwi  poaaaos  a  nornal 
i»nt\l  prairtli.     The  Stanford:  iieTrSsI&n  of  tU-s  3inet»c")inion  1.'o8t  vaa 
thirt^'-thrc-^  friT?^  and  th*-?  gororal  Intollirrence  of  th^ao  Chinoao 
chllcrer  shir  tVat  they  arg  vjry  nearly  e^iUol  to  *Ik?  Intelll.'^snoo  of 
ths  Arericfj.n  oVill(?re;a,     Tlte  :3cdi€Ba  intslllpsnco  cuotiert  for  the 
Chirefe  is  97  nni  tbf\t  for  the  ^aoricsu  4hildron  la  99.     The  rasulta 
^];ow  tV^t  the  Ghir.eeo  otildren  cor;:e  out  hi5;T>cr  in  tests  containing 
arlthfiictlc::!  reaeoninf:,   rensory  dis.-jriinlr.itl on  (tost  of  arranr^ng 
t^elgl+c)  and  perosiT'ti've  iv-t^rprqtaticn  (tset  of  picture  intflrpre- 
tation)  than  do  fi-racric-an  oliildvsr*     E«t  the  Chi:i««o  cor;8  out  loner 
in  tests  ccntaiJtlr'?  alittmct  tldr.ifirir  and  roRsnni';.-* 

Irrtollif^enco  tests  ware  frlTen  to  500  CMroBC   ohi.ld.:on  in  China 
and  the  reaulte  obtiined  wer©  -Jtist  ee  food  as  thoao  obtained  for 
the  v'itea,  althou^rri  t?'.c  children  Trcrc  miaad  i  n  a     entirely 
d'.fferfcnt  er.viror.jnmt,  with  different  ciietoras,   lanfiir.fro,  rali^Tion, 
habits,  9tc, 

AfBln  wV;er  the  ^sediar  of  the  rtsvlt?  obt<'\rf!i^  ir  the  intelltrre; 
tertf?  for  Jhine-se  c"Aldref>  '.r^rc  costpared  to  those  of  orhor  natlonali' 
tioE  hccidoa  Anerloine,  it  lo  foimd  that  tho  L-»di€tn  of  tlie  (Jliineae 
children  tested  ia  '.losrer  to  thit  of  tha  '-lort'i^^rn  "iironoanB  aM 
Ataerioans  than  to  t'lat  of  ths  children  of  «>p9in,  /CTt\»ral,  and  Italy 
as  is  ahorm  in  the  follouin;;  tablo: 


1?« 


tychology 
:  segrogated 

r-ila  in 
.ac£  roocuj 


acs 

Ko.  oi    c:ir.-s 

c:pur.i£h 

37 

PortujnJiacs 

23 

Italian 

25 

Chlticse 

102 

?iMrt;'.crn  r.va*op3ar: 

14 

At^ri;;a 

43 

78 

64 
87 
97 

105 

106 

Since  Ibo  :.r  elli^ence  of  the  Chniesc  la  fo\indi  to  be  alcwst 
S'unl  tc  'd-JXt  of  thr.'  /.n«:ri.Of-.nG  si--!  rurcrlftr  to  the  tpaiiich^ 
-'orty,^\«3So  OS,-  italiuiij   is  it  not  uni'r.ir  to  jougc  the  Oidrreeo  bo 
uiuairiy  crui  segrcgiit©  I'lhort?     If  the  Chincsft  were  fcuTKl  to  bo 
loHor  ir»  Intclli  rontaj  thnii  ot'^er  rsocR,  the-v,  it  ^.s   justlfloble 
to  iagi-egutG  th;ia  bat  tiio/  a/e  :-.^t,   stkI  thcrai'ora  should  bo  friven 
the  saae  appo3rir'jn5.t..^a  of  les\rni.n?;  as  «uo  cliiidron  of  othwr 
natioiitklitiss* 

.  Dixfofcxrc  psyc!K}l?>r^iO!il  oonditions  aro  broii.-^t  abouJ;  by 
Jiii'ertu*:  ti*uation.^«     ?or  Jntanco,     if  tha  children  oj."  difiorant 
r.n,tiojialltt«»B  ase  ,'rtTrj.i,  norn  ccnpjt5.tiar.  *70uld  aris^j,  aach 
•tzlvlKg  tr  ;io  :.ic  'o«et  and  £tr:.Y:irir  to  \ii^h.3ld  rho  nans  of  tlw 
nation  -^-Ich  tbcsy  r?pr'9aent,  thtia  prod\i«inr;  i-^trtrsat  and  bettor 
Borl:  ir  the  s  chool  -ooui. 

1';?:::  too,  t*  cboloj^ically  thiri-dlnr,  ?.*!tori  the  chiliiren  are 
•egrsgai-sd,  recitatioi^a  beoojo  inert  yrith  no  spirit  Euii  nothing  to 
stir  thcas  oii«     Vorioty  of  intcrprctj^tiors  'n  «iutU»8  is  laokin;;  arid 
only  ttse  Chine  so  po'rrt  of  vloir  is  obtftincd. 


WrrhlamB 


lymte  of 
■auoattonal 
lest  8 


Bixt  alnoo  ::uch  a  Iftv  :ias  bsea  oaseuJ  una  such  a  soprs^ttd 
school  is  in  eineconco  m:d  tha  piojejit  coa-litio;    i'OiTnd  In  the 
ccliocl  has  "beeri  riisciaaod,  wiiat  It  t'l^re  to  be  uor^?     Are  -re  Batis< 
fiod  '.flth  tlio  O3ttilitiojas  found,  dods  t'ns  saiwoi.  nooU  aay  c'iantrea 
f.^j.  ,•■■:,,.  '^.**._,j,^       .^.  aii3uij  i^-^  continuo  ou  afi  it  io  !ao->.'7 

According  to  iluj  va-itur'^  tlia  jr^Jils  i,ii  "^iiia  ftO(;vQg-:<t«d 
3cbool>  '^"^roiitfi  .>£  thzRc  cliidrcn  oiki  t»aiij-  £y;s^"ijiiaoiS,  t'\e 

la  t\\a  first  ;>l£«Eyc^  ©liucctioni*!  ^1:6-^2  'jtwc  ^ven  to  rive 
chlliiren  af  tide  F.r''.vMji  fToa  rbo  lort;  i'ourfcJi  greuc  up  throuph  tl« 
Mrh  eighth,      'c  err.  hv  teen  froi.i  tJu-  rollo?:ln;:  tabicf;   thR  Tiork 
of  these  eiiililrer.  arc  not  i^  to  tiui  ii&i.daid  CA  ot*iti'  children 
in  avory  :;ub3€ctj  ^et,  ?aycl-iC>Joj»iC4llyj  it  Vj3A  ae^en  j."ound  that 
thoy  are  slsriost  of  es  bifh  iritclligciice  as  are  .U'xirioan  chililren* 


21* 

Tlie  -"syers  «peliiug  list  of  IQOO  -^rord*  -^ixfi  j^iven  ^.o  tho 
difforerrt  r;i'ad©8  •  t\,B  yioTda  ar<>  th^po  of  ov^ry  dny  practical 
use  aiii  uBeJ  aost  coipsorily  in  Knr;:ltsl>  ^T^i■^■  v;* 

Tlis  atondard  for  the  A-nerio^n  chilr^ren  laj'  be  coErparod  to 
tliat  of  tho  iJhineae* 

grade  W.  V.  VT.  \T[r.  VIII 4 

JLjerioaa  9^  99^^        99?5  995^  99^ 

CMnece  dZmiiZ      96r        775C  9T^  95 


22. 

The  Aritlmotio  Tost  \iBod  xna  Uooly  .''toCall'a    ixod 
Fundaoontals,  Form  I,  consletinf  of  arithnetioal  problons  In 
addition,  s\A»traotion,  nultipllcotion  and  diviolon  In  uholo 
nuribers,  fractlona  and  dGoiraalo.      Tho  npilo  viero  nivon 
<r.;onty  lainu^'es  in  uhloh  to  do  tlio  work,     \ltogotlier  t'ncro  uoro 
tliipty-  fivo  problenM,     'ilio  to*^al  nudbor  of  correct  ansuors 
tfOre  rocopdod  and  tho  oedian  of  each  rrado  obtained. 

Tha  results  arc  as  folloos  oonparod  to  pocults  obtained 
trim  othor  school &• 
Grade 


!Sedian  niriber  of 

corr*  ct  osonploo 

IV, 

V. 

VI. 

VII. 

VIII. 

Ariorioan 

15.7 

21.2 

2(>.2 

29.7 

32 

Cliinose 

14.D 

19.2 

21.3 

25 

27 

28. 

The  Ileodinp;  toct  usod  \iao  tlio  ocale   \lplia  2,  ?art  II 
w^Tich  l8  dcsiRnoil  to  nat^vre  the  vmderstandinp  of  sontonooQ. 
Tbo  test  oonsists  of  eport  paragranhe,  oaoh  incroQSinR  In 
difficulty.     At  tho  end  of  each  paragraph  aro  tiiroo  or  four 
cuestionGy  tho  onsuora  of  which  can  b©  founi  in  the  paragraph 
Innodiatoly  procedinr;  It,    I'ho  pupils  woro  Rivon  t\jenty-fivG 
ndnutos  in  uMch  to  do  tlw  uork.     Tlioy  uoro  askod  to  road  a 
parapraph  at  a  titae  and  theti  anowor  tho  quoetiono  at  tho  ond  of 
tho  paragyaoh.    If  the  pupils  undorstO':>a  tlw  paragraph^  they 
vould  bo  ablo  to  aneoer  tlio  cuoetions* 

i^our  seta  of  quoations  and  paragraphs  xiovo  glwon  to  oaoh 
class* 

Tlie  total  nui.ibor  oi'  errors  \7Gro  rocordod  and  the  per  cent 
of  errors  found*    Tliis  per  oont  of  errors  xfi.vsn  oor rooted  by 
the  correction  of  probable  orros,  gave  tl»  difficulty  value 
tliat  oacii  fjrado  can  perforru 


24* 

Reading  Toot  .^oalo  AlpliQ  2,   ,  ortB  I  S:  II 


Orato 

h  of  Test 

i  of  toet 

all  of    ,GBt 

hm  Fourth 

100^ 

60^ 

02j: 

nigh  Fourth 

icxi: 

12 

saj: 

Loir  Fifth 

loa" 

16 

S7 

Ilgih  iifth 

lOQl 

16 

50 

Low  Slrth 

42^ 

72 

100 

Illph  Sixth 

2r^ 

.61^: 

100 

Lov  tievcnth 

ssr. 

•GO 

96 

Illf^  seventh 

2^. 

155 

60 

Lov  a  nigh  rifrhth 

22,^ 

60^ 

.97 

Score  as  co£:|>arod 

to  othor 

children 

Grade 

IV. 

Difficulty  Value 

V.     ■  VI.        m. 

vin. 

In  uan  Irancieoo        &«2 

6.1 

G.5 

G.9 

7.6 

Chineee 

4.27 

5.oO 

5.02 

G.49 

G.OG 

Tlwnicilk  standard 

5.25 

e.i>i 

G.12 

G.75 

7.25 

Qniocions  t3ay  ^  duQ  to  (1)  lacl:  of  tine 

(2)  lae^  of  understanding  of  eontoncoo 


25. 

Thorndtke  lietdini^  >  oale  l-.-Z 
Uord  Snowlod|?:e  or  Vieual  Vocabulary 

This  teat  consists  of  a  list  oi  one  hundred  and  t'Arty 
trordSf  arrauged  in  ton  roos,  oaoh  rou  being  noro  difiiciilt  tlian 
til©  rOCT  prooodir^,    ilaiies  of  bo-/e,  anioals,  flo^rore,  rai~>o8, 
books,  ai'O  included  in  tluLs  liet  besides  uords  u!  ich  noan  eonsthi  g 
rood  and  soLiotiiiiip  bad.     The  pupils  at-re  rocjXiested  to  piaoo  tlio 
letter  F»  under  tlw  naoo  of  a  flouor,  the  letter  ii.  under  tiio 
nono  of  a  bo^'  and  so  on.     Tlio  total  nurabor  of  errors  •aero  rooor- 
dod  for  ©a<^  pupil»  ai^  *^-o  percent  of  errors  obtained,  and  this 
corr  .ctod  froa  the  correction  lablo. 

But  tlio  results  uero  very  lov?  -  one  Iialf  lo^/or  thasi  tlio 
standard  of  ottor  cliildren  oo  tl>o  results  arc  uot  frivon« 


26. 

The  Xirby  C-raaoar  Test,  vliioh  voa  arrttnged  for  tho  •ovonth 
grade  up,  uaa  givon  to  the  pupils  of  tlio  seventh  and  oip^hth 
grades*     The  ptipile  of  the  eevonth  proHio  were  unablo  to  take 
tho  to8t     as  toQcliore  say  tliat  tlieir  pupils  Iiavo  not  studiod 
enoup:h  grassaar*    So  tho  tost  xaa  given  to  the  eighth  r,^otLo 
pupils  only. 

The  test  vas  to  see  ho?  t/ell  tlic  pupils  Iokki  oorreot  i;n{;li8h 
usage  and  hou  xiell  titey  can  celoot  tlie  rule  or  principle  in  accor- 
danoe  trith  'shich  a  usage  ic  correct,     cm  the  left  hand  coluon  v/as 
a  list  of  sentetices*     In  oacli  Bontenoe  there  i/oro  t»o  foroo  in 
parontliosiB,  one  ccM^'oct,  and  the  otter  incorrect.     In  the  rlp;lit 
hand  coliEin  was  a  list  of  rules  or  principles,  sooo  one  of  i/luch 
applies  to  tlie  each  sentonoe  an^?  each  rule  had  a  nadber  before  It 
vhicl:i  is  to  be  used  to  identify  it* 

There  are  altogotlier  forty~tuo  eontenoea  and  foi  ty-too 
principles.  The  tioe  alloted  uas  thirty-five  ninutos.  Tho 
folladnr"  uere  rooord: 

(1)  Total  nur£)or  or  sentenees  attempt od. 

{,2)  Total  nuDber  of  principles  attaopted. 

(3)  Total  ToxJbor  of  sontenoes  correct 

(4)  Total  nudbor  oi  principles  correct. 

The  oodian  iiuiri>er  of  each  of  tie  abovo  was  obtained,  tlio 
result  bein;:  as  folloas,  cot:^arod  to  those  of  tlie  children 
of  other  soliools. 


87. 


I  led!  on  mu±>or  of 
sentences  Oorroct 
Principles  ,.orr©ot 
Son+onceG  -^tteupt€>d 
Principles  attoiaptod 


CliinsM 


22 

33 

25.5 

26 

57 

49 

5C 

43 

26. 


hosulta  of  I  Irby  Gragaar  Teat 


SentenoGS 

corroct 

bontenoos  atteopted 

licOion  S3 

Ljedian 

<15 

No*  of  pupils 

Ik>«  of  8enter»»s 

l!0.  of 

nupila 

lio*  oi'  sontenoo* 

correot 

1 

'  u '  •■ 

3 

1 

25 

56 

4& 

2 

27 

1 

28 

iTinolploe  attonpted 

2 

29 

IJddiau 

4S 

1 

SO 

Uo.  of  Pupilo 

I'lOl  o£  .  rlnciploa 

6 

81 

atto.;v)t©d 

6 

S2 

8 

2^.,.., 

2 

33 

36 

43 

4 

34 

6 

35 

PrinoiplGB  corroot 

6 

36 

LJediaii 

25 

X 

37 

IJo.  of 

p-t^ile 

l-o»  of  priiicinloe 

2 

38 

correot 

1 

39 

2 

'■'•^    ■■ 

1  - 

10 

1-24 

1 

12 

5   26 

3 

IS 

1   27 

2 

15 

3   28 

I 

17 

1   29 

2 

18 

1   30 

1 

19 

2   CI 

1 

20 

2   32 

1 

21 

3   33 

1 

22 

1   34 

1 

23 

2   35 

20. 


iQnros 


>COi 


saar^ 


L)  cost 
>r  capita 


tacheri 


Doesn't  this  shovr  tlmt  sojtjothnf;  lo  tiroivr?  Ghanfoe  nuet  tal:e 
placo  a»id  a  study  of  tho  school  In  tlio  way  of  bott€»rlnf:  it  is 
nooooQ  iry» 

Lot  ufi  first  look  at  tho  cost  per  capita.     "Tlio  cost  per  capita 
for  tlx3  yoar  1920  for  tlio  Ghiueoo  children  tms  057,67  v/hil©  tho 
cost  of  the  av(»rage  school  is  ;  G7,92,  thus  oViOoin.'  a  difforonoo 
of  about  vlO»CX)  for  each  oliild  or  about  C8000  for  tho  entire  school. 
ThiSfln  tho  first  placo.  Is  an  injxistice  for  do  not  tho  Anoricon 
Chlnoso  Children  noed  as  tauolXylt  not  oore  for  oiiioatlcai  t}ian  do 
tho  aforage  amount  rertiirod  for  such  undortnldnfrs?     i;<Mro  lujlp 
sliould  be  ^iven  t'oa  and  tho  deoand  for  such  is  not  too  nuchf  for 
they  do  certainly  need  aore  than  wiiat  thoy  aro  noi/  roooiving. 

In  tto  second  placo,  rno  toacliorB,  as  we  havo  soon  are  t!ie 
saois  for  thoso  childron  as  those  for  othor  ohlldron*     If  tho 
children  wer  3  allowed  to  saix  with  t!io  -ioorlcan  cliildren,  t!lo 
vould  bo  porfootly  justifiod,  for  wliatever  tljoy  do  not  pot 
from  ■'^hoir  teuchero  thoy  can  Rot  from  tho  jnjpils,  eocially  and 
educatlODally*     Dut  oogrerited  as  tliey  are,  irlthout  contact  with 
Aaerloon  ohlldi'on,  thoy  need  aoro  than  what  thoy  ax'o  f^'rtlnf^  odu^ 
cationally*    The  l-oacliers  who  aro  no^7  toaoliinf:  aro  prepared  tlio 
sane  way  as  othor  toachorQ,  tliat  Ic,  thay  aro  collofo  Rraduatos, 
or  normal  school  graduates* 

According  to  niany,  special  te  .chore  should  bo  obtained  for 
toacliitig  those  children*    Teachers  vho  are  not  only  nornal  school 
or  collego  graduates  but  also  ospocially  trained  in  toaohing 


30. 

forei;<7iora*    She  nmst  be  one  vho  undMratania  tho  Uhlnoae  type 
of  nind,  tlio  terporanont  of  tho  people  vflth  vhom  she  io  doalin^; 
and  the  dlfflcultloa  of  the  OhinesG  in  ioarni  i{^  tho  r.ixrllQh 
lan^ruQI^G*    •'^  nust  bo  eyopathotic  and  hovo  a  kind  feeling  for 
ths  Ohinose* 

If  such  teachers  could  not  bo  found  for  all  the  grades  in 
t!J.B  segregated  8c!iool«  perliape  special  toacljors  co'jld  bo 
trained  or  obtained  ohosc  duty  it  is  to  prlvo  special  loasone 
and  attention  to  tho  Knf;lish«  puttix^  wore  anshaals  on  that 
part  of  the  &i|>;liBh  lottRuage  that  is  most  difficult  to  t!ie 
Chinese* 

At  present  ona  teacher  is  ^ving  special  old  in  Lnf^lish  to 
all  punils  of  ths  grannar  sclwol  slio  are  nsetin^  vrith  dirficultios 
in  learning;  th3  English  pronunciationa  tone,  eto«     One  luur  is 
Rivon  to  oach  echool  and  durinfr  this  lu>ur  all  tho  eighth  grados 
are  f^ven  special  aid*      Tlie  i^Iiole  school  is  divided  into  four 
sections,  15  minutoa  beinf:  f^iven  to  each  section*     In  tba 
Oriental  ochool,  so  ouch  noro  on  hosis  sliould  be  placed  in 
pronunciation  that  fifteen  ninutes  (rlvon  siich  a  lar(,-o  provp 
of  pupi^  is  not  onourh*     It  is  not  lilx  dealing  with  Aaericin 
ol^ldren,  who  liear,  think,  and  epcak  in  .  nglish*     Bijtt  with  tho 
Chinese  children,   ttto  ^n[i;li6h  hoard  by  th^a  in  their  oon  school 
aaong  thaws nlTsn  is  not  larre  in  a^iount  and  by  no  nanns  alim^'O 
corroot*     Itooy  hoar  v/hot  they  tera    .nfrliah  brit  tlwy  I'ail  to 
distinrruieh  when  tlwy  lieor  it  oo  to  triiich  is  correct  llnrlich  and 


21. 

wliioh  la  not*  They  we  ao  used  te  hearing  the  inoerrect  fora 

of  Lnr,llsh  tliat  they  coae  to  think  that  certciln  expreaeions  are 

correct  when  tl»y  roolly  are  not, 

S)  spocLQl         In  t'ne  third  't)laoe«  epaoial  cloaaee  should  be  foroed*  At 

loesea  for 

oroal  chil-  prosent,  pupils  oi*  all  ar:es  are  adcdtted  into  the  8cIk>o1  and  in 

rocu 


^adee«  pu^^lla  of  xourtoen  or  liftoen  years  of  ar-e  are 
placed  in  rooos  with  oliildrou  of  eii;  or  seven  years  of  a/e.  Con- 
sidoro;!  froa  all  angles  social,  psycholorrical,  and  e^aoational 
and  pic^iually  this  oethod  is  not  for  the  beet*  A  big  boy  of 
fifteen  yoors  of  age  oaimot  study  i/lth  a  ohild  of  six  or  covon 
years  •  Vho  yom^er  otnea  do  not  think  as  the  older  ones  do« 
their  reactions  are  dirfere!lt4,ai^  it  is  rather  e!Ti>arrassln(;  to 
sttjdy  itndor  such  conditions*  Then,  too,  so  uuch  tine  is  wasted;  for 
tiio  older  onos  t/ant  to  loam  English  while  the  youngor  children 
play  store  than  they  loorn*  laoy  of  tbs  things  the  younger 
children  do  are  not  of  Interest  to  the  older  ones  and  vice 
versa*  The  older  boys  plaoed  in  such  clascoe  aro  not  olr^ood  there 
due  to  laok  of  intellirienoe,  louor  uontality,  or  backuarinosc, 
nontally,  but  bocauao  of  the  fact  that  tlioy  have  only  norjly 
arrived  froa  oliina  ani  do  not  kXKKi  any  En{;lish«  &s  ve  all  knoa, 
school  .7ork  in  tlie  f  irsrt  prade  is  siostly  play  uork,  and  progrosa 
is  vory  slor/*  The  older  oiief'  desire  to  learn  'Jnrlish  as  fast 
as  possiblo  and  are  anxioub  to  devote  all  of  tliolr  tiae  in 
stxidy  11  necessary*  ,.\vm  sudi  a  condition  uxists  it  see:* 
bettor  to  separate  the  oliildren  uho  aro  bom  in  <JhinQ  ind 


Z2» 


.asses  for 


lOSO 


a« 


d  sbove  _ 

il'clli.-enco 


k)  littles 

►ctiirlnp;  tlio 
>eQkirvT  of 
irllsh  in 
shool • 


are  of  nattror  nin-i  frc^  those  ^^ounpor  AnorioMi  bora 

children  ^\o  are  placed  In  grades  corrospondinr  to  their  aontal 

ago* 

T'lon,  too,  special  cl^wss  should  be  fonwd  uhoroby 
the  aentally  bacJcaard  or  slater  ones  con  receive  cpeoial  aid  and 
attention,  doinp  no  aore  work  than  they  coii  do.    There  ore  alao 
those  .i:o  are  above  r>ornal,  and  they,  too,  should  be  treated 
dlffe^-ontly,  reoelvln?r  the  privilorrc  of  leamlne  nore  tlunjrs 
and  progroae  taoro  rapidly.        As  it  ie  now  no  such  closees 
are  fornsd  and  the  bacinssurd  or  stjperlor  ohilJren  have  to  labor 
tEKier  the  ^ubs  oondltioae  ac  are  deslf^ned  for  tlx?  average  or 
normal  .:  children* 

In  t!ie  fourtl:  place,  ;rules  ehotild  bo  sade  thereby  tits  pvq^ilo 
of  this  school  ulll  be  co^apelled  to  epoak   "n^ish  durin,^  school 
hotirs,  TThetlier  durinp  ro<»ss  periods  or  dxirinpr  class  periods* 
As  It  Is  at  present,  children  talk  Chinoee*     In  conversation,  at 
play,  cMnese  Is  spolaen*     Often  a  pupil  m)uld  say  thin^  tliat  Ie 
should  not  say  and  the  teaoher  vould  not  knov  what  lie  BniH  xms 
proper  or  not*     "liey  can  say  thinprs  aftainat  tlieir  school  nQtos, 
their  school  or  their  teachers  and  they  are  left  widleolpllned* 
The  older  puplle  espoolally  ore  diaatlsfled  irlch  cuch  condltlone* 
Eot  only  Is  thie  oondltion  ::ound  durinr  tlie  reoess  period  when  tlio 
oliildron  are  allaod  to  play  tuid  tall:  to  oacb.  other,  but  oay  bo 
found  In  the  oohool  rooa  in  tlie  tenchors'  nresonoe*     ..i»ch  conJl- 
tlone  should  not  exist  and  t\.o  one  uay  to  elinlnate  all  this  la 


33. 


iponsibility 
teaoheru. 


to  nako  ruler,  whoh  would  pryvoiit  tJie  ohlldren  rror    ape  jcin^ 
Ch  nose  dnrin^;  school  hours.     If  ouoh  ;.  rule  orji  bo  ncdo  Ir-provc- 
ronts  o.''n  be  roooinpllshod  botli  socially  Djid  "dixj;  tlrnllv,       ooiol 
Inprovaront,  doa'iuj©  V-.a  ohildron  will  iv>t  .,  -j  tii    ^a    t^Jjuit 
o:icJi  othor,  :'.j.  Inst  th^>  sciool*  norri;alnat  the  to  oliorsj     ducv- 
ticji'JL  teprov  ront  booL.ti  e  th4^     ill  jlvc  thons  im  opiortur.ity  to 
praotioo  ~s,oriizini,  -:njjlloli  and  v^liGnovor  i;riBKiatio.^)l  irleUilros    -re 
tsixlD  tho  pupila  orxi  bo  oorroctod  by  tliolr  toe  ohora.    ."^uoh  as 
a  ny  of  tho  i-iipils  dcsiro  to   ^o^Jte     nGlisii  thoy  fear  that  others 
votild  acy  thiit  they  are  u ttOBsp tixiG  to  "show  ofT'  thoir   jicjliah. 
Svoh  a  rulo  saems  to  bo  of  an  sdvantat^  to  ^eiprot;  ted  fUi-ila 
and  srrfi  a  rule  has  toon  au^yested  by  ctmy  of  tho  i^upila  thoir^olvos 
vfho  b"lox\;  to  tho    irlent  1     chool. 

.  VhD  to  oliers  alao  miut  feel  a  sp  oirl  rQS]X)nslbllity.     ?oaohoPB 

oi   tho  other  t;K»nr?!r  sohoolst  jjorhtipj,  fool  their  roaijonisibil  t;/    uito 

i<oef.3y.       or  the     norician  ixirents  ioiov-/  oxotly  how  well  thoir  oril- 
dron  are  jrou'ressint,  in  udhool.     If  a  ol^iild's  report  wird  is  not 
as  good  :  j  i  t  cmijtit  to  bo,   tho  ptirents  vdllinvoati^nte  tmd  ..liost  on 

tiio  cJ-ild  hiriiolf  or  th-   toaohor  rs  to  tho  cause  of  hi  a  f  iilur«; 

and  ir  tho  child  1j  not   iro-ressln,     s  raplily  as  ho  aliould,   it 

is  -osslMo  for  thi:;  parents  to  oeo  thf)  te  ujhor  and  .;po;Jc  to  JiOP 

in  r  jrrd  to  >T)r  ch'ld.     ITuu  tho  to;:.oh9r  is  m  do  to  fool  t^io 

rosi)onsihility  pl'-ood  uj)on  how. 

Dut  tfie  mjority  of  tlio  parents  of  thoao  oliildrjn  In  tlio     riontal 

USiOOl  csiJi  not  -Jixi'^Jc  ..ntAltJi,     In  u  ite  oi'  tic  /-ot  t}rt  a  ohild  >iaa 


;34. 


Ifioulties  of 
Pi  Is  v^o  huvo 

;  du  tod  i'Tom 
ientcl     chool 


ro}X)rt  O'.rds  to  take  h  ttjo  to  ahocr  to  his  i>r.r3nta  over:,'  ao  ortori, 
tiiu  itiroatJ  do  not  "now  txr::  ^-joll  ids  olilld  la  doi.g;  and  ovon  if 
tho  child  la  gottino  good  rarks,  hia  v;ortc  ia'::y  not  bo  projjrosaine 
as  rr^)idl;;  as  ho  sfiould.      .hotror  ha   is  protiPOSSinc  or  not  tho 
pux'oiits  do  not  >aiDv;»     7?io  pciraits  think  only  in  taiTs  of  tho 
onount  of  time  spCTit  in  sohool  and  not  tho  .oiov  led<je  that  his 
otilld  is  riociulrlno     ^-hoy  taiow  that  thoir  o'nild  is  in  school  for 
a  certriin  mcnbjr  of  hours  a- oh  day;  but  if  tho  ohild  is  not 
rroj^rossint;  raid  not  rooolvinj^  the  rl^Jit  Id  d  of   instruotion, 
both  tirne  "nd  r  noy  is  vested* 

rho  vosults  of  tho  ohlldron's  no  A:  c^y  be  seen  by  the 
.;  viplls  v/ijo  h>vo  i.Tf>Aj;  tod  from  the  Oriental     ohool*     ;.inny  of  tho 
■  Aipils  hi  vo  contin  ed  on  to  liijh    shool  and  thoao  say  thtat  v;hec  Oioy 
first  entorod  .  i.^    chool  thi^i  it  vsr.s  diffioult  for  thon:  in  cvor:,' 
wuy.     Vhoy  f:  ilod  to  tjot  rloaj  80ci:;lly  v.lth  the     norioan  stude:?ts 
and  difficiiltios  :ilso  r.rose  from  their  ..ohool  aubjootG.       ot  n.11 
of  tho     iqiila  who  crridiL'-^  t©  f  ron  tho  Oriontol     ohool  3-:n  ontor  hi^^h 
school  for  their  odiO^tlon  hf<3  bocan  insiif ficiont*      any  hvo 
ontored  h'  Ji  school  end  h  v?  h  d  to  discontlmio  i-ociuso  or  f.iilu:-o 
to  cojo    Ith  the  jitu-.tl'ina  ".vith  v.-'.ijh  they  ooi  o  in  contcot* 
^hey   iJ  ilod  to  iindorsfc  n -.  r.ll  th:\t  is  tJOine,  on  booau^e  of  i'allTiro 
in  tJho  undorst.j.ndin^  of  the    :nc;liah  Ifint'^ii-tt^  and  not  until  1;  tor 
do  thoy  be^^in  to  .idjust  thcjr...olvo8  ^nd  do  better* 

A  c  so     f  tlio  difficulty  of  ^ettit^  plon^.;  In  hit?i  school  mriy 
bo  cited,         ..irl,  vho  jxnduatod  frmn  tho     riontal     cliool  and  tho 


36. 

as  posoiUo  axxA  at  the  end  of  oadb.  somostcr  ivas  pronoted,  riltiir^U(;h 
sha  herself  ;\dnlttod  ttiat  she  did  not  understand  n.nd  hr-d  not  lonrnod 
ell  tht.t  «tw  Ebouired  in  eaoh  of  th^so  4;mdoa«     Jbe    now  tiv^t    )jo 
was  not  being  oduor.tod  in  ttio  ritjit  way  imd  would  not  mind  joing 
Eioro  alowly  and  r;  sterlnc  little  o^  llttlo  iiistoad  of  ralrino  Jtanpa 
from  (jKulo  to  i:;Kido  and  not  loumlnG  rmioh,     Jio  doos  not  orr-  to  bo 
proinotod  rotjulai-ly  at  th-i  cjnd  of  each  torn:    alia  fAuiJO^cly  Jtiyod 
out  01   ^ahool  durino  finul  ejtanination  tiro,   ioxovdn,    tJr.t  it  to  "aid 
te  iasijOGsiblo  for  tiio  toaolior  to  procioto  lior  without  riavin^.  hor 
final  eic^Snation  ciarks* 

Aia  tixsar^i-le  sh' v/s  clearly  that  booouse  of  t2ie  at^e  or  tho 
iU?)il,  a  teaohor  i-  willing  to     uah  hin  alouo  rapidly.,  jo   thr.t 
they  need  not  be    .-.Ith  tho  yountjer  pUvil..*     ^ut  thOi.ie  •  Idor     Uiils 
are  the  ones  who  ar^  eager  to  obtain  e   (lood  and  oo-'Ol  truinirx; 
educational ly.     .  ix-;:, ,  tii'Ji:   elvos,   rnaii.;c    ..     t  Ui<?y  r.ie  older 
tttan  tho  ordln.:.ry  yi^Il  oi    tiie  ^.Tode  in  wh]<^i  thoy  find  thcr^vOlvoc; 
but  that  doud  not  mxke  tiny  difference  to  thom  so  lent;  as  tht.^y  ore 
heint;  educated  thorou^ily*    ^a\ny  of  th<>so  jmi/ils  uro  primoted 
i;rad9  tiftor  t^nulo*     done  tsklppln^  o>io  viiclo  (jTude,  v/hcai  tho 
pupils  t^ieridelvoa  ^dirlt  {-hat  thoj/  are  inoapiblo  or  doii\.  more 
advrinoed  \.t3r^  ixntll  thqj,'  kivo  hiid  u  rjore  thorou<.>h  trr^inin    in 
the  lower  orridos* 

Of  coirao  tiiera  aro  inmy  \*o  do  all')  to  ooDii>leto  ttw  (^  rrr.r 
uor^ool  ooiiT.-iO  In  ;  a  amrt       tine    :s  iOa-iblo»     Jliiy  in  itrolf  Is 


37. 

ullovxiblo;  but  when  tho  i.^upll^  ars  aLlo?/od  to  skip  i^rtides  and 
aro  prorjotod  jiist  beoauo  thoy  'irc  oldor  in  -u,,©,  h:;nlor  to  tonoh 
or  Tcraii\{^t  or  havo  obtninod  spoci-l  fr.vor  in  the  eves  of  tho 
toachor,   suoh  should  not  bo  pinr.ittod.       hri     doos  it  profit  a 
f/upil  if  ho  dooo-hold  r.  (jraarfir  ociool  ilploaaaa  if  he  ornnot 
sp'alc  Snglish  fluaitly,  or^  hiii  v;ci^.:  \7ell   in  hlch  ijohool  rjid 
in  ool'ojiie*     It  not  ouly  rofloota  on  tho  jUuIIb  tiiensolvos  bit 
nlso  on  their  ton.chers,   their  ^taool,  tho    oard  of    dnoctlon, 
and  the  sta^Q  as  a  vhole  booau^     sush  a  ciyst(>r   of  oduoation  iu 
allor/ed» 

Aho  probler,s  in  x)  nootlon   vith  tto  segregated  bobool 
hxYd  been  diticussed  and  changes  In  to:ioher3«  course     of  stuc^'* 
oto  mist  bo  rkido  in  ordor  to  prodvioe  i;ood  intolliosnt  .  coricrin 
citizens.       injc  tho  law  has  boon  pcs^ied,  rnd  thij  sej^regated 
school  estTibl  jhed  ;iilno3'i  should  b   jjlvcn  at  lo.st   tho  o^uivalont 
aonount  and  dogr-e  of  education  that  is  jiven  other  ohlldi'en. 
Thoy  have  been  sopamtod  ai«d  cut  off  froir.  mincl  nj.:  Tith  otlior 
dhildren  In  schools  bit  tills   is  no  rjaaon  7/hy  thny  ahould  not  Lo 
tivon  the  b  ot  kind  of  ^Ji  odnc-ition  thiit  cui  bo  jjivon  In  such  n. 
3Q'jX':{^tQd.  school.         If  joiidltlons  ere  not  oh  J^.^jod  for  tho  Lottor, 
Z&0I0.I  in^ujti;-iO  vdll  o;:t,"oni©r  Ul-vrlll,  nlaxinder standings, 
rosontr-Oflt,    iudii^iv.  tlon  and  hate* 

ilnrilly  those  who  uphold  t*^  I  3  Ivm  of  aasTo  lotion  denioa 
the  funiLjnaitril  i:irinoii'lo  of  t'        ■    rioun   'oi:ctltutlon  that     od 
Is  the     fithor  of  all  non  :ind  all  mon  are  croated  o -u-l  and  v;hon 


36. 

this  8i>irit     i"  brothBrhood  cind  love   ia   t'lUti^t  in  Jhiruv  b„    .  noriofin 
missionaries  but  is  not  x>z'<^tioed  hore,  will  not  tho  attitude  / 

t(x;ard  tho    'hrJstlan  riir>.;rioun  nation  ohan^'oV 

Lot  the  tJood  will  botevoon  the  tvvo  natiooi;  be  fostered  by  tiie 
•xsiiutse  of  the  best  in  eaoii.  country  and  devolox^  respoot  and 
good  vill  b  .'tween  the   t»'o  nation;** 


39 

In  ooii'jluslon,  '■  'briof  sunrary  of  the  mln  facta  of  this  ctiidi'^ 
rr.,7  bo  i^lvon, 

rhB  first  cro'^T  of  Ghii^eso  v;ho  ocir.o  to  Arnerion  tjcs  in  tf>o  1M0» 
Otliors  onntl^vaod  to  ocro  \mtil  r^citnti-n  vjcs  st,  rt'jd  •  ijiinot  tlus  Jh:no>.o 
«ho  oolnijotod  wl th  laborers  of  othar  np.tlnnril   tlus,     Jl.ia  f-?elinij  ajr  inst 
the  Chinese  was  so  groat  that  Chinoso  ohildron  a)iind  it  difflo\ilt  to 
ontor  the    jno   lean  Itiblio     shools  till  fiailly  in  t}»  it)rjr  in07 
a  bill  was  ps«edd  In  le^lsl  txiro,  laDvl'ilni;  "She  }ovomlnG  boO;/  of  tho 
school  district  shall  have  pover  to  establish  sepnmto  ochools  for  Indl.-m 
ohildrrsn  and  fbr  ohildron  of  Chinese  or  i.oriyjli.'jn  desoont*       lien  3ix3h 
seiiarate  odhools  &re  establisyiod*    India-:,  i,on(^lian  or  Chinese  diildron 
BBist  not  be  adknitted  In  any  other  soliool."     But  In  spite  of  this  lr>«« 
rany  Chinese  dilldr  n  hcvtj   boen  acfcittod  to    rorioroi    xiblic     oiiools  nnd 
are  still  boin.^  rct^ittod. 

Tho  sogroGatod  sa^  ool  «a  it  exist.,  todx^y  Is  not  aa  t,t)Od  as  it 
a-  ould  bo  and  Livigeostod  ch?int;os  for  th'  b  ttement  o/  th"    school 
IcvB  boon  made* 

ijorre  s-  y  that  Iho  intolllt^jnoe  of  tho  Chinese  chiJdi"on  lu  loivor 
than  that  of  tho  .  rorioans,     •  ut  rcovats  of  Intol-l^  no     tocts  -.iv^n 
to  the  3hii»se  of  ti  is  aegr  (jitod  school  Indioctte  th^t  tf^^lr  int'^lll(.;e>  oo 
is  air   at  as  hi^h  '  »  that  of  the    .rericar.  children  -  ti?o  I,3.  beinG  97 
for  tho  Chinose  end  99  for  tho     roricfin  fshildrcn*     It  v«8  also  found  thr'.t 
the  Intolllfc.'onoe  of  the  Chimse  children  pmics  higher  than  that  oi 
Spanish,   Itall-ui  or     ortujuesc  ohildron. 


40 

^duoatlonnl   tosts  in  -jjolliiic,     .ritTirotlo,   Jr  rm- r,  voof.bulnry 
and  r^adinc  ''or    ijlvon   to  tho  ohildren  ami  tho  roc^iilts  show  thnt  th'jso 
Chinese  chiMron  aro  belw/  tJio  standi.rd  oi"  other  ac;}x>ol  ohlldron  in  isll 
Oi"  th030  tosts  vith  the  o3ajoi:ition  of  ono« 

If  it  ivxs  been  provon  that  tho  intolli,.!jnco  of  Uwae  ohildren 
is  a«  hlt;h  as  that  of    jreriatm  o/iildron,   thCHi  thoir  ichool  vwrk,  if 
imder  yood  suj«rvlsion  should  alao  bo  \X£)  to  th"  sttmd' rd  of  othor 
rerioan  ochool^,     -;ut.     ince  suoh  is  not  thoofso,  tho    Lii'eoti'n  of 
eduoation  for  those  ohildren  raist  be  chEvntiOd  whioh  vADuld  brinj-;  thoir 
v«rlc  up  to  tho  standfii-d  of  other  schools. 


BIBLIOGRAPHY 

Segreation — T.R.   Cole. 

School  Review  -  Vol.   2S ,   pp. 550-554,    Oct.    1915 
Chinese  Children   in  American  Schools. 

J.H.Langhlin-Overland,   Vol .57, pp. 500-507, 

May  1911. 
Nations  Responsibility  to  South  for  Negroe  Education  - 

W.T.B.    Williac-s.      National  Educational   Association 

1918,    pp. 558-562. 
Intelligence  of  Chinese  Children  in  San  Francisco   and 

•  Vic  inity — K . T .Young . 
Political  Code  of  State  of  California  Section  1662. 
Bancroft's   Work — History  of  California.   Vol. 24,    Chap. 14. 


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